Activity 1 (Comprehension, Fluency) RL 7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
This activity will allow the students to predict what they think will happen in the story after they read the story reviews and observe the cover. The students will use an online journal throughout the story, along with making their predictions. www.writing.com or http://www.writing.com/main/portfolio/view/alyssagipp143
username: alyssagipp143
password: Shakespeare
View portfolio, view "my reading predictions"
Assessment: The students will be assessed based on their completion of their predictions.
Activity 2 (comprehension, vocabulary) RL 7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
The students will do a KWL chart on Shakespeare. This activity will activate prior knowledge of Shakespeare and explore new facts and ideas given throughout the book. Also, students will be able to explore given information and either prove or disprove the information by doing thier own research. As a class we will do one KWL chart together, then the students will be able to access their own chart to fill out while they are reading the story.
Assessment: The students will be assessed via participation and by the content of their KWL chart.
Activity 3 (Comprehension) RL 7.2. Analyze how particular elements of a story or drama interact
The students will take a look at the cover of the book before reading the story. They will consider the questions who, what, when, why, and how about the book, author, and characters. We will then complete a Question Web by filling out the web below.
Assessment: The student will be assessed on their participation and thoughtulness on the Question Wed. Each student will turn in a copy of the Question Web. The minimal requirements will include: at least 8 questions of thier own, 2 predictions for the answers. The questions below will not be included in handout or web file.
B. Building Knowledge
Activity 1 RL 7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
The students will create character maps in groups of five. Each member of the group will pick out an important character in the story and write adjectives describing the character, and supply proof from the reading to go with each adjective. then the group will get together and discuss the differences and similarities between characters. Also, the students will discuss the role each of the characters play in the story.
Assessment: The students will perform a peer evaluation based on thier discussions with each other. The teacher will also assess students by observing their participation with in each group.
Activity 2 (Comprehension) RL 7.2. Analyze how particular elements of a story or drama interact
RI 7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
The students will create an outline of the story and document key events that happen throughout the search for the missing diamond. This outline will allow the students to keep track of important details and events that happen throughout the story. An outline will also allow them to make more informed conclusions, increase anticipation, organize thoughts, and prepare for creating an alternate ending.
Assessment: The teacher will take notes on the completion of the story outlines. Also, the teacher will collect the outline after the unit and grade the outline based on comprehension and completeness.
Activity 3 (Vocabulary, Fluency) RL 7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings RL 7.3. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading.
The students will fill out new vocabulary terms they come across that they do not know. Each word has a box so that students can keep their thoughts organized. Students can place symbols and pictures into the box to help them remember the word and its meaning. Also, this organizer encourages the students to place the chapter and page number at the top so they can easily return to the word and find out its meaning or see how it is used in context.
Assessment: The teacher will take notes on the words most commonly found in the student's vocabulary boxes. Then the teacher will give out a short quiz of vocabulary words every few chapters. Each quiz will consist of 5 vocabulary words.
C. Consolidation
Activity 1 (Vocabulary, Phonetics, Comprehension)
RL 7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
The students will create a crossword of their own with key elements from the book. Key elements will include events, characters, vocabulary, and the setting.
Assessment: The teacher will check the printed crosswords for completion.
Activity 2 (Comprehension) RI 7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
The students will create a family tree of Queen Elizzabeth. Characters to include are: Queen Elizabeth, Anne Boleyn, Edward DeVere, Henry VIII, Danny Cardova, Miriam, and the Murphy's.Extra points will be given for correct historical figures included in the family tree. Then the students will get into groups to share their findings.
Extension: The students could research and create their own family tree as far back as they can. This will take parent adn grandparent interviews and questions. The students can include a timeline in both projects.
Assessment: The teacher will collect the story's family tree and grade them based on completion. Extra points will be given for any additional historical figures.
Activity 3 (Comprehension) RW 7.2 Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. RW 7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
The students will write an alternate ending to the story.The students will be able to decide when they want to start their changes, and how the story will end. They will be able to be as creative as they want. After they create a rough draft and final copy, they will be able to share thier story with the rest of the class.
*Alteration: students can collaborate in small groups to create an alternate ending together. http://123.writeboard.com/p6eciawunf84hdbz
Writeboard name: Shakespeare's Secret
Password: secret
Assessment: The teacher will take notes on the students throughout the work process, checking for being on task, creativeness, fluency, transitions, cohesion, and clarity.
Alyssa Gipp
Concordia Wisconsin Fall 2010
ED 401
A: Anticipation
Activity 1 (Comprehension, Fluency)RL 7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
This activity will allow the students to predict what they think will happen in the story after they read the story reviews and observe the cover. The students will use an online journal throughout the story, along with making their predictions.
www.writing.com or http://www.writing.com/main/portfolio/view/alyssagipp143
username: alyssagipp143
password: Shakespeare
View portfolio, view "my reading predictions"
Assessment: The students will be assessed based on their completion of their predictions.
Activity 2 (comprehension, vocabulary)
RL 7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
The students will do a KWL chart on Shakespeare. This activity will activate prior knowledge of Shakespeare and explore new facts and ideas given throughout the book. Also, students will be able to explore given information and either prove or disprove the information by doing thier own research. As a class we will do one KWL chart together, then the students will be able to access their own chart to fill out while they are reading the story.
Assessment: The students will be assessed via participation and by the content of their KWL chart.
Activity 3 (Comprehension)
RL 7.2. Analyze how particular elements of a story or drama interact
The students will take a look at the cover of the book before reading the story. They will consider the questions who, what, when, why, and how about the book, author, and characters. We will then complete a Question Web by filling out the web below.
Assessment: The student will be assessed on their participation and thoughtulness on the Question Wed. Each student will turn in a copy of the Question Web. The minimal requirements will include: at least 8 questions of thier own, 2 predictions for the answers. The questions below will not be included in handout or web file.
B. Building Knowledge
Activity 1RL 7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
The students will create character maps in groups of five. Each member of the group will pick out an important character in the story and write adjectives describing the character, and supply proof from the reading to go with each adjective. then the group will get together and discuss the differences and similarities between characters. Also, the students will discuss the role each of the characters play in the story.
Assessment: The students will perform a peer evaluation based on thier discussions with each other. The teacher will also assess students by observing their participation with in each group.
RL 7.2. Analyze how particular elements of a story or drama interact
RI 7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
The students will create an outline of the story and document key events that happen throughout the search for the missing diamond. This outline will allow the students to keep track of important details and events that happen throughout the story. An outline will also allow them to make more informed conclusions, increase anticipation, organize thoughts, and prepare for creating an alternate ending.
Assessment: The teacher will take notes on the completion of the story outlines. Also, the teacher will collect the outline after the unit and grade the outline based on comprehension and completeness.
Activity 3 (Vocabulary, Fluency)
RL 7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings
RL 7.3. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading.
The students will fill out new vocabulary terms they come across that they do not know. Each word has a box so that students can keep their thoughts organized. Students can place symbols and pictures into the box to help them remember the word and its meaning. Also, this organizer encourages the students to place the chapter and page number at the top so they can easily return to the word and find out its meaning or see how it is used in context.
Assessment: The teacher will take notes on the words most commonly found in the student's vocabulary boxes. Then the teacher will give out a short quiz of vocabulary words every few chapters. Each quiz will consist of 5 vocabulary words.
C. Consolidation
Activity 1 (Vocabulary, Phonetics, Comprehension)
RL 7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
The students will create a crossword of their own with key elements from the book. Key elements will include events, characters, vocabulary, and the setting.
http://www.puzzle-maker.com/CW/Assessment: The teacher will check the printed crosswords for completion.
Activity 2 (Comprehension)
RI 7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
The students will create a family tree of Queen Elizzabeth. Characters to include are: Queen Elizabeth, Anne Boleyn, Edward DeVere, Henry VIII, Danny Cardova, Miriam, and the Murphy's.Extra points will be given for correct historical figures included in the family tree. Then the students will get into groups to share their findings.
Extension: The students could research and create their own family tree as far back as they can. This will take parent adn grandparent interviews and questions. The students can include a timeline in both projects.
Assessment: The teacher will collect the story's family tree and grade them based on completion. Extra points will be given for any additional historical figures.
Activity 3 (Comprehension)
RW 7.2 Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
RW 7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
The students will write an alternate ending to the story.The students will be able to decide when they want to start their changes, and how the story will end. They will be able to be as creative as they want. After they create a rough draft and final copy, they will be able to share thier story with the rest of the class.
*Alteration: students can collaborate in small groups to create an alternate ending together.
http://123.writeboard.com/p6eciawunf84hdbz
Writeboard name: Shakespeare's Secret
Password: secret
Assessment: The teacher will take notes on the students throughout the work process, checking for being on task, creativeness, fluency, transitions, cohesion, and clarity.